Reynolds+LMF+Analysis

==//Learning Motivation and Fun//  **Many of the 100% self-directed, self controlled learner experiences provided the learner with a product and/or an accomplished reality which they were able to CREATE.** == From learning Dreamweaver and building his own creative website Mannie Oliverez considered the task of listening and watching several videos to be fun because in the end, he would have a designed product to feel good about. Nate73 makes a unique and creative Valentine’s Day meal that wins the heart of his sweety… I am sure he got something out of that.!?. And Stacie161 spent many nights up late self-teaching herself to accomplish digital scrapbooking. I must say the example she showed was very creative!  I wanted to determine if Male learning was chosen to be fun due to its level of competition. Of all the videos in the Database (161) (45%male, 55%female); 19% (14/72) of male videos chose to speak about a learning experience where competition was high. This is the exact some percentage of women who chose a high competition learning experience to speak of as “fun” learning. My video was not competitive, but as I know myself, I am not sure why I did not choose a more competitive “fun” learning experience. These numbers being virtually equal surprises me. I thought men would show more joy and fun from competition than women. 
 * Just as much women as men consider competition as a factor of a fun learning experience.**

I wonder if men find the excitement of changing their persona or becoming someone else creates an adrenaline and motivative aspect to learning that they seem to enjoy more than women might. Women often have a more sharing, helpful manner. Several videos noted were men becoming such things as detectives, actors, farmers, delegates and Coast Guard experts. All of them portray a sense of buy in to their characters. It is that buy in that adds to the fun and motivation of continued learning.
 * More men than women chose a role play fantasy experience as fun.  **

=Learning experiences with high social recognition and yet looking 100% at themselves had no little to no enthusiasm.= This makes me wonder why they chose these experiences to speak of as fun. I guess the term fun is defined differently for many people. Yet, those that did have these characteristics seemed to speak of learning a skill you may use throughout your life. For example, Linda52 learns how to juggle babies, Andrew183 learns how to drive a car, and Chris42 learns to photograph rock climbers. All of these skills, while not necessarily "fun" while they were learning it, would most doubtedly result in fun throughout their lifetimes. High social recognition with the pressure of just inwardly looking at yourself and an experience of no enthusiasm..to me does not seem "fun". Driving, mothering, and photographic, however, does!

=The "fun" things in life have little relevance for future.= I wanted to review some of the "funest" exeriences I could weed out. So I looked at the teacher with high energy, high enthusiasm, low intimidation, and alot of humor. I wanted those videos tagged as hobbies with no relevance. Teresa93 told of an experience where she learned to play a game using chopsticks. She expresses a comfortable surrounding and being taught by 17 year olds (much younger than she) seem to eliminate the intimidation factor. Mary 55 and Matt129 both had experiences among family and friends. Mary learned how to line dance in the comfortable setting of a family reunion. Matt learned how to surf with friends while vacationing in Hawii. I can see all of these activities as purely recreational. Unless of course Mary or Matt become professional dancers or surfers. Relevance of a learning experience may play an intimidating factor on the learner among other factors, I think if the skill you are being taught has low relevance, you may be apt to relax and enjoy it more.